This book defends the Humean Theory of Motivation, according to which desire drives all action and practical reasoning. -/- Desire motivates us to pursue its object. It makes thoughts of its object pleasant. It focuses attention on its object. Its effects are amplified by vivid representations of its object. These aspects of desire explain why motivation usually accompanies moral belief, how intentions shape our plans, how we exercise willpower, what human selves are, how action can express emotion, why we procrastinate, (...) and how we daydream. The Humean Theory also suggests a new account of moral judgment that upholds objectivity while understanding moral concepts in terms of our feelings. (shrink)

The rightness and wrongness of actions fits on a continuous scale. This fits the way we evaluate actions chosen among a diverse range of options, even though English speakers don’t use the words “righter” and “wronger”. I outline and defend a version of scalar consequentialism, according to which rightness is a matter of degree, determined by how good the consequences are. Linguistic resources are available to let us truly describe actions simply as right. Some deontological theories face problems in accounting (...) for degrees of rightness, as they don't invoke continuous parameters among the right-making features of action. (shrink)

Anti-realism is a doctrine about logic, language, and meaning that is based on the work of Wittgenstein and Frege. In this book, Professor Tennant clarifies and develops Dummett's arguments for anti-realism and ultimately advocates a radical reform of our logical practices.

Given the tremendous proliferation of student plagiarism involving the Internet, the purpose of this study is to determine which theory of ethical reasoning students invoke when defending their transgressions: deontology, utilitarianism, rational self-interest, Machiavellianism, cultural relativism, or situational ethics. Understanding which theory of ethical reasoning students employ is critical, as preemptive steps can be taken by faculty to counteract this reasoning and prevent plagiarism. Additionally, it has been demonstrated that unethical behavior in school can lead to unethical behavior in business; (...) therefore, correcting unethical behavior in school can have a positive impact on organizational ethics. To meet this objective, a content analysis was conducted on the written records of students formally charged with plagiarizing at a large West Coast university. Each case was classified according to the primary ethical reasoning that the student used to justify plagiarism. Results indicate that students predominately invoke deontology, situational ethics, and Machiavellianism. Based on these findings, specific recommendations are offered to curb plagiarism. (shrink)

Orthodoxy has it that only metaphysically elite properties can be invoked in scientifically elite laws. We argue that this claim does not fit scientific practice. An examination of candidate scientifically elite laws like Newton’s F = ma reveals properties invoked that are irreversibly defined and thus metaphysically non-elite by the lights of the surrounding theory: Newtonian acceleration is irreversibly defined as the second derivative of position, and Newtonian resultant force is irreversibly defined as the sum of the component forces. We (...) think that scientists are happy to invoke metaphysically non-elite properties in scientifically elite laws for reasons of convenience, such as to simplify the equations and to make them more modular. On this basis, we draw a deflationary moral about laws themselves, as being merely convenient summaries. 1 Introduction2 Orthodoxy2.1 Orthodoxy stated2.2 Orthodoxy explained2.3 A worrisome commitment: Term objectivism3 The Loose View3.1 The argument from practice3.2 Finding the scientifically elite equations3.3 Diagnosing the metaphysically non-elite properties3.4 Situating our challenge4 Newtonian Mechanics4.1 Newtonian acceleration4.2 Newtonian resultant force4.3 A metaphysical discovery?5 Objections5.1 Metaphysically elite after all?5.2 Scientifically non-elite after all?5.3 But our world is not Newtonian!6 Consequences6.1 Consequences for the motivations for link6.2 Consequences for metaphysically elite properties6.3 Consequences for lawhood. (shrink)

Humeans are often accused of positing laws which fail to explain or are involved in explanatory circularity. Here, I will argue that these arguments are confused, but not because of anything to do with Humeanism: rather, they rest on false assumptions about causal explanation. I’ll show how these arguments can be neatly sidestepped if one takes on two plausible commitments which are motivated independently of Humeanism: first, that laws don’t directly feature in scientific explanation and second, the view that explanation (...) is contrastive. After outlining and motivating these views, I show how they bear on explanation-based arguments against Humeanism. (shrink)

This is a study of Aristotle's moral philosophy as it is contained in the Nicomachean Ethics. Hardie examines the difficulties of the text; presents a map of inescapable philosophical questions; and brings out the ambiguities and critical disagreements on some central topics, inclduing happiness, the soul, the ethical mean, and the initiation of action.

Cognitive Science, Volume 46, Issue 7, July 2022.

Presentists standardly conform to the eternalist’s paradigm of treating all cases of property-exemplification as involving a single relation of instantiation. This, we argue, results in a much less parsimonious and philosophically explanatory picture than is possible if other alternatives are considered. We argue that by committing to primitive past and future tensed instantiation ties, presentists can make gains in both economy and explanatory power. We show how this metaphysical picture plays out in cases where an individual exists to partake in (...) facts about its past and future, and also in cases where that individual no longer exists, and proxies (or surrogates) for that thing must be found. (shrink)

Name der Zeitschrift: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Jahrgang: 2013 Heft: 197 Seiten: 35-63.

Ethical reductionism is the best version of naturalistic moral realism. Reductionists regard moral properties as identical to properties appearing in successful scientific theories. Nonreductionists, including many of the Cornell Realists, argue that moral properties instead supervene on scientific properties without identity. I respond to two arguments for nonreductionism. First, nonreductionists argue that the multiple realizability of moral properties defeats reductionism. Multiple realizability can be addressed in ethics by identifying moral properties uniquely or disjunctively with properties of the special sciences. Second, (...) nonreductionists argue that irreducible moral properties explain empirical phenomena, just as irreducible special-science properties do. But since irreducible moral properties don't successfully explain additional regularities, they run the risk of being pseudoscientific properties. Reductionism has all the benefits of nonreductionism, while also being more secure against anti-realist objections because of its ontological simplicity. (shrink)

The problem of the relationship between actors and the social structures in which they are embedded is central to sociological theory. This paper suggests that the "new institutionalist" focus on fields, domains, or games provides an alternative view of how to think about this problem by focusing on the construction of local orders. This paper criticizes the conception of actors in both rational choice and sociological versions of these theories. A more sociological view of action, what is called "social skill," (...) is developed. The idea of social skill originates in symbolic interactionism and is defined as the ability to induce cooperation in others. This idea is elaborated to suggest how actors are important to the construction and reproduction of local orders. I show how its elements already inform existing work. Finally, I show how the idea can sensitize scholars to the role of actors in empirical work. (shrink)

This paper examines the prospects for a conceptual or functional role theory of moral concepts. It is argued that such an account is well-placed to explain both the irreducibility and practicality of moral concepts. Several versions of conceptual role semantics for moral concepts are distinguished, depending on whether the concept-constitutive conceptual roles are wide or narrow normative or non-normative and purely doxastic or conative. It is argued that the most plausible version of conceptual role semantics for moral concepts involves only (...) ‘narrow’ conceptual roles, where these include connections to motivational, desire-like, states. In the penultimate section it is argued, contrary to what Wedgwood, Enoch and others have claimed, that such an account of moral concepts cannot plausibly be combined with the claim that moral concepts refer to robust properties. (Published with Open Access.). (shrink)

Helen Longino's account of objectivity has been highly regarded by both feminist and mainstream philosophers of science. However, I have encountered three feminist philosophers who have all offered one especially compelling feminist critique of Longino's view: far from vindicating or privileging the work of feminist scientists, Longino's account actually requires the active cultivation of anti-feminist and misogynist scientists to balance out the possibility of feminist bias. I call this objection the Nazi problem, for the particular version that claims that her (...) view requires even the active cultivation of Nazi scientists in objective inquiry. In this paper I consider one response to the Nazi problem, which I call the good faith argument. I show that the good faith argument itself is just as objectionable, on feminist grounds, as the Nazi problem it is meant to address. (shrink)

The largest work ever published in the social and behavioural sciences. It contains 4000 signed articles, 15 million words of text, 90,000 bibliographic references and 150 biographical entries.

Cognitive Science is a single-source undergraduate text that broadly surveys the theories and empirical results of cognitive science within a consistent computational perspective. In addition to covering the individual contributions of psychology, philosophy, linguistics, and artificial intelligence to cognitive science, the book has been revised to introduce the connectionist approach as well as the classical symbolic approach and adds a new chapter on cognitively related advances in neuroscience. Cognitive science is a rapidly evolving field that is characterized by considerable contention (...) among different views and approaches. Cognitive Science presents these in a relatively neutral manner. It covers many new orientations theories and findings, embedding them in an integrated computational perspective and establishing a sense of continuity and contrast with more traditional work in cognitive science. The text assumes no prerequisite knowledge, introducing all topics in a uniform, accessible style. Many topics, such as natural language processing and vision, however, are developed in considerable depth, which allows the book to be used with more advanced undergraduates or even in beginning graduate settings. A Bradford Book. (shrink)

This book highlights the philosophical and creative basis of knowledge co-production by all citizens regardless of socio-economic background in contrast with neoliberal ideology. Exploring beginning, transitional and theorised practices, the book is a memoir of the author's extensive personal and educational experience. Each topic is discussed in relation to a number of pragmatist themes that run throughout to illustrate how the process of dialectical emergence underpins and substantiates meaningful human living. Building on the work of American Pragmatism, this is a (...) systematic and detailed reintroduction of pragmatism to educators worldwide for progressive educational change. (shrink)

The conflict between agency and stakeholder theories of the firm has long been entrenched in organizational and management literature. At the core of this debate are two competing views of the firm in which assumptions and process contrast each other so sharply that agency and stakeholder views of the firm are often described as polar opposites. The purpose of this paper is to show how agency theory can be subsumed within a general stakeholder model of the firm. By analytically deconstructing (...) the assumptions of agency theory, it is argued that agency theory: (1) must include a recognition of stakeholders; (2) requires a moral minimum to be upheld, which places four moral principles above the interests of any stakeholders, including shareholders; (3) consists of contradictory assumptions about human nature and which give rise to the equally valid assumptions of trust, honesty and loyalty to be infused into the agency relationship. In this way, stakeholder theory is argued to be the logical conclusion of agency theory. Empirical hypotheses are presented as a means to substantiate this claim. (shrink)

“Practice” has become a ubiquitous term in the history of science, and yet historians have not always reflected on its philosophical import and especially on its potential connections with ethics. In this essay, we draw on the work of the virtue ethicist Alasdair MacIntyre to develop a theory of “communal practices” and explore how such an approach can inform the history of science, including allegations about the corruption of science by wealth or power; consideration of scientific ethics or “moral economies”; (...) the role of values in science; the ethical distinctiveness of scientific vocations; and the relationship between history of science and the practice of science itself. (shrink)

It can seem incoherent to fully characterize fundamentality in terms of grounding, given that the fundamental is precisely that which cannot be fully characterized independently. I argue that there is no such incoherence.

Shows how to program on a computer (in Prolog) the effective skills taught in introductory and intermediate logic courses. The topics include the relevance of relevance, representing formulae and proofs, avoiding loops and blind alleys, and other aspects. Of interest to computational logicians, proof-theorists, cognitive scientists, and workers in artificial intelligence. Distributed by Columbia U. Press. Annotation copyright by Book News, Inc., Portland, OR.

This study continues the anti-realist’s quest for a principled way to avoid Fitch’s paradox. It is proposed that the Cartesian restriction on the anti-realist’s knowability principle ‘ϕ, therefore 3Kϕ’ should be formulated as a consistency requirement not on the premise ϕ of an application of the rule, but rather on the set of assumptions on which the relevant occurrence of ϕ depends. It is stressed, by reference to illustrative proofs, how important it is to have proofs in normal form before (...) applying the proposed restriction. A similar restriction is proposed for the converse inference, the so-called Rule of Factiveness ‘3Kϕ therefore ϕ’. The proposed restriction appears to block another Fitch-style derivation that uses the KK -thesis in order to get around.. (shrink)

Tacit knowledge is the form of implicit knowledge that we rely on for learning. It is invoked in a wide range of intellectual inquiries, from traditional academic subjects to more pragmatically orientated investigations into the nature and transmission of skills and expertise. Notwithstanding its apparent pervasiveness, the notion of tacit knowledge is a complex and puzzling one. What is its status as knowledge? What is its relation to explicit knowledge? What does it mean to say that knowledge is tacit? Can (...) it be measured? Recent years have seen a growing interest from philosophers in understanding the nature of tacit knowledge. Philosophers of science have discussed its role in scientific problem-solving; philosophers of language have been concerned with the speaker's relation to grammatical theories; and phenomenologists have attempted to describe the relation of explicit theoretical knowledge to a background understanding of matters that are taken for granted. This book seeks to bring a unity to these diverse philosophical discussions by clarifying their conceptual underpinnings. In addition the book advances a specific account of tacit knowledge that elucidates the importance of the concept for understanding the character of human cognition, and demonstrates the relevance of the recommended account to those concerned with the communication of expertise. The book will be of interest to philosophers of language, epistemologists, cognitive psychologists and students of theoretical linguistics. (shrink)

The naive anti-realist holds the following principle: (◊K) All truths are knowable. This unrestricted generalization (◊K), as is now well known, falls prey to Fitch’s Paradox (Fitch 1963: 38, Theorem 1). It can be used as the only suspect principle, alongside others that cannot be impugned, to prove quite generally, and constructively, that the set {p, ¬Kp} is inconsistent (Tennant 1997: 261). From this it would follow, intuitionistically, that any proposition that is never actually known to be true (by anyone, (...) at any time) is false; and it would follow, classically, that every truth is known (by someone, at some time). (shrink)

This article investigates the application of Philip Pettit's concept of freedom as non-domination to the issues of educational standards and the negotiated curriculum. The article will argue that freedom as non-domination shines a critical light on governmental practice in England over the past two decades. Joshua Cohen's proposal of an ideal deliberative procedure is offered as a potential mechanism for the facilitation of debating contestations between stakeholders over the curriculum. Cohen places particular importance on the participants being ‘formally and substantively (...) equal’ in the proceedings and being able to ‘recognize one another as having deliberative capacities’. It will be argued that formal and substantive equality between children and responsible adults is highly problematic due to the ‘considerable interference’ teachers and adults have to make in children's lives. However, the article does offer examples of children's deliberative capacities on the issue of the curriculum. (shrink)

This unique book provides an introductory overview of modern theoretical linguistics which manages to be both accessible and humorous without sacrificing either scholarship of insight. In a series of magisterial vignettes Smith emphasizes the perennial necessity of appealing to linguistic theory if we are to gain any real understanding of the phenomena of language. However profound or however trivial the questions we raise and try answer - What exactly does one have to know to count as a speaker of a (...) language? What would it mean for a language to have no vowels? Why do little children call lorries 'lollies'? Precisely what with this sentence is wrong? - we need to recourse to a theory even to make them coherent. In particular, the author argues that we can find solutions to our puzzles, and explanations for these phenomena, if we exploit on the one hand Chomsky's theory of Generative Grammar, and on the other Sperber and Wilson's theory of Relevance. (shrink)

This is a reply to the considerations advanced by Schroeder-Heister and Tranchini as prima facie problematic for the proof-theoretic criterion of paradoxicality, as originally presented in Tennant and subsequently amended in Tennant. Countering these considerations lends new importance to the parallelized forms of elimination rules in natural deduction.

Inferentialism is explained as an attempt to provide an account of meaning that is more sensitive (than the tradition of truth-conditional theorizing deriving from Tarski and Davidson) to what is learned when one masters meanings.